(link to our website, could be named Ms. Johnson or Ms. Pember's page)
Day 1 – Monday July 12
Title: Introduction to the Supreme Court Objectives:
Students will be able to:
-Connect last week's unit on immigration to this week's unit on the Supreme Court
-Identify prior knowledge about the Supreme Court
-Create a list of questions students still have about the Supreme Court
Activities/Lessons
Connect last week's topic with our week
Discuss the Arizona immigration case that you learned about last week, and predict how this will connect with the Supreme Court
Three things you know and want to know about the Supreme Court
List of Questions about the Supreme Court
Day 2 – Tuesday July 13, 2010
Title: Continuation of Day 1 project Objectives
Students will be able to
- research a topic of personal interest on the Supreme Court
- evaluate a variety of internet resources for research
- organize research findings on to a Mind Map using the program Inspiration
- present research findings within the classroom and virtually using video chat
Activities/Lessons
Link to your Delicious page (or annotated Word document list)
Mind Map
Closing Reflections
Reflections on what you learned about the Supreme Court from your research and from your classmates, and thoughts on using a video chat program within the classroom
Day 3 – Wednesday July 14
Title: Focus on one famous case and begin final project Objectives Either for Marbury v Madison -- Ms. Pember
the role of the Supreme Court in interpreting the Constitution;
the significance of Marbury v. Madison;
the concept of judicial review and how Marbury v. Madison solidified it;
Or for the Warren Courts -- Ms. Johnson
Guided Questions:
What type of cases is the Warren Court famous for hearing?
How did the decision made by the Warren Court affect US citizens?
What effects of the Warren Court still affect us today?
Objectives:
After completing this lesson, students will be able to:
identify important Constitutional Amendments
analyze the parameters of Constitutional Amendments
apply amendments to everyday life situations
Both classes:
Students will be able to:
- summarize researched and shared information on the Supreme Court by creating a Glog
- research current trends/decisions of the US Supreme Court (didn't get to)
- analyze and annotate court documents (majority/minority opinions) and expert analysis reports (didn't get to)
Activities/Lessons
Activity 1
For Ms. Pember's class:
Do Now:
(Yours will have answers!)
“You have been elected the new Mayor of Malden. Before leaving office, the old mayor gave jobs to several of his political friends but the paperwork hasn’t made it to the personnel office yet.
A. Should you 1) honor the jobs promised by the old mayor, or 2) cancel the jobs since they aren’t “officially” in the system yet? B. What are the possible negatives to denying these people their jobs? What are the possible positives to allowing them to take these jobs? C. Would it make a difference if the perspective employees had worked against you in the mayoral elections?
List your group topic and your role:
Case, role PLEASE LIST ALL MEMBERS OF YOUR GROUP! Everyone should link to the page where the final copy is uploaded.
Upload your marked up articles:
Upload your podcast/video file:
(podcasts must be converted to an MP3 format in order to fit. Videos need to be compressed)
If you need to finish, please do so on Monday during a break or after school
Reflection:(Ms. Pember's class didn't have time to do this, please complete on your own!)
What did you learn about your case? What do you think of projects in video/audio format? How can they fit into school?
Supreme Court Notebook Sample Page
This is the general format for your notebooks. This will be updated at the end of each day as we go through the unit.
You should review your notebooks and make sure you add:
- the date
- objectives for each day
- titles for each lesson and activity
- page separations after each day
- color, headings, change fonts/size, etc
Supreme Court Page
(link to our website, could be named Ms. Johnson or Ms. Pember's page)Day 1 – Monday July 12
Title: Introduction to the Supreme CourtObjectives:
Students will be able to:
-Connect last week's unit on immigration to this week's unit on the Supreme Court
-Identify prior knowledge about the Supreme Court
-Create a list of questions students still have about the Supreme Court
Activities/Lessons
Connect last week's topic with our week
Discuss the Arizona immigration case that you learned about last week, and predict how this will connect with the Supreme Court
Vocabulary (with group definitions)
Precedent
Chief Justice
Confirmation hearing
Conservative/Liberal
Majority Opinion
Three things you know and want to know about the Supreme Court
List of Questions about the Supreme Court
Day 2 – Tuesday July 13, 2010
Title: Continuation of Day 1 projectObjectives
Students will be able to
- research a topic of personal interest on the Supreme Court
- evaluate a variety of internet resources for research
- organize research findings on to a Mind Map using the program Inspiration
- present research findings within the classroom and virtually using video chat
Activities/Lessons
Link to your Delicious page (or annotated Word document list)
Mind Map
Closing Reflections
Reflections on what you learned about the Supreme Court from your research and from your classmates, and thoughts on using a video chat program within the classroom
Day 3 – Wednesday July 14
Title: Focus on one famous case and begin final projectObjectives
Either for Marbury v Madison -- Ms. Pember
Or for the Warren Courts -- Ms. Johnson
Guided Questions:
Objectives:
After completing this lesson, students will be able to:Both classes:
Students will be able to:
- summarize researched and shared information on the Supreme Court by creating a Glog
- research current trends/decisions of the US Supreme Court (didn't get to)
- analyze and annotate court documents (majority/minority opinions) and expert analysis reports (didn't get to)
Activities/Lessons
Activity 1
For Ms. Pember's class:
Do Now:
(Yours will have answers!)“You have been elected the new Mayor of Malden. Before leaving office, the old mayor gave jobs to several of his political friends but the paperwork hasn’t made it to the personnel office yet.
A. Should you 1) honor the jobs promised by the old mayor, or 2) cancel the jobs since they aren’t “officially” in the system yet?
B. What are the possible negatives to denying these people their jobs? What are the possible positives to allowing them to take these jobs?
C. Would it make a difference if the perspective employees had worked against you in the mayoral elections?
Marbury v Madison Mark Document with mark ups:
I see/It means political cartoon - summary connects this cartoon to the Marbury v Madison case:
For Ms. Johnson's class:
Activity 2 - Glogster
Objectives
Students will be able to:
- summarize researched and shared information on the Supreme Court by creating a Glog
- Embed your Glogster link here as well as upload a Snippet or Print Screen format picture of your Glog
- Underneath your glog you should have an explanation of everything you included on there.
Day 4 - Thursday July 15
Title: Podcast/Video of a Political Talkshow on a recent Supreme Court decisionGuided Questions:
Objectives:
After the lesson, students will be able to:
List your group topic and your role:
Case, role
PLEASE LIST ALL MEMBERS OF YOUR GROUP! Everyone should link to the page where the final copy is uploaded.
Upload your marked up articles:
Upload your podcast/video file:
(podcasts must be converted to an MP3 format in order to fit. Videos need to be compressed)
If you need to finish, please do so on Monday during a break or after school
Reflection: (Ms. Pember's class didn't have time to do this, please complete on your own!)
What did you learn about your case? What do you think of projects in video/audio format? How can they fit into school?